Browsing by Author "Loftus, Jay"
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- ItemOpen AccessExploring the Relationship Between Perceived Mental Effort and Cerebral Blood Flow During Learning with Digital Media(2017-04-30) Loftus, Jay; Jacobsen, Michele; Wilson, TimDetermining the meaning or relevance of effort or exertion is a challenging endeavor for any field. The present research examined the relationship between a learner’s perceived level of mental exertion and the corresponding physiological responses. For the present study we measured physiological responses of cerebral blood velocity in the right middle cerebral artery, as well as respiration changes via measurement of end-tidal CO2 during learning tasks using static and dynamic images. The results from the present study show an overall difference in perceived mental effort between high and low spatial ability learners during learning with different types of digital media. Results suggest that there is an effect occurring between perceived mental effort and physiological response based on spatial ability. Patterns emerging from this research may be indicative of the need for a wider field of measurement in the brain. This study contributes to the understanding of cognitive load theory and the impact of digital learning materials on the learner. The use of subjective rating scales is strengthened with the inclusion of physiological data. We have also contributed to the development of theorizing how high and low spatial ability brains function during learning. Our results would help future studies that use more advanced neuroimaging make conclusions about what they may discover. Our results help to support the justification for using more advanced and costly methods as we have demonstrated the potential for some interaction occurring based on learner spatial ability.
- ItemOpen AccessMore than a matter of time: Assessment Accommodation for Spatial Ability Using Static and Dynamic Images(2019-04-08) Loftus, Jay; Wilson, Tim; Barber, Cassandra; Jacobsen, MicheleBackground: In the era of computer-based assessments and the use of dynamic images to enhance learning we need to be cautious of the accommodations we provide learners who require assistance. Educators and accommodation officials often use additional time to assist students, but this might not be effective. The present study examines the differences in testing times amongst high and low spatial ability learners using static and dynamic images for testing purposes to explore the relationship of testing time and test score. Methods: Twenty-nine participates volunteered to participate in this study. Correlation, independent group t-tests, and analysis of covariance were used to examine differences in time required to complete the learning tasks by high and low spatial ability learners. Performance scores amongst the groups were also analyzed. Results: Spatial ability was not statistically associated to a learner’s completion time during two visual learning tasks (F(1, 26)=1.286, p≥0.05). While , spatial ability did not have a significant effect on performance during a static visual learning task, statistically significant differences were observed in the dynamic task (t(27)=3.342, p≤0.01). Overall, learners with high spatial ability had higher overall performance scores (M=71.98, SD=22.46) on dynamic visual learning tasks, when compared to low spatial ability learners (M=47.57, SD=16.10). Approximately, 31.7% of the total variability in performance during the dynamic task can be accounted for by spatial ability (F(1, 27)=12.045, p≤0.01). Conclusion: Granting additional time on visual tasks using dynamic images does not help learners with lower spatial ability. Accommodations using images for assessment should be given through the use of alternative perspectives.
- ItemOpen AccessThe Cerebral Hemodynamics of Cognitive Load: Learning Anatomy with Static and Dynamic Digital Images.(2014-08-15) Loftus, Jay; Jacobsen, Michele; Wilson, TimothyEducational technology research often focuses on the development and implementation of tools for learning. The efficacy of tool development and implementation is regarded as successful if learning outcomes demonstrate an overall improvement. Studies in educational technology also examine the impact or effect of technologies on the learner. The goal of the present study was to determine if cognitive load would be manifested in a measurable physiological response. The present study examined the physiological impact of learning with static and dynamic images by measuring changes in mean cerebral blood velocity (CBV) of the right middle cerebral artery. It was determined that spatial ability has the greatest effect on changes in cerebral blood velocity and learner performance using complex images. Further, this study examined the relationship between perceived mental effort and changes in cerebral blood velocity in high and low spatial ability groups. It was determined that the while the relationships between changes in CBV and high and low spatial ability are weak, the direction of the relationships suggests a possible interaction that warrants further investigation. The findings from the present study show that spatial ability is a variable that impacts cognitive load. However, measuring specific elements of cognitive load is a challenge as they likely occur simultaneously during learning and can be difficult to isolate for investigative purposes.